The definitions above clarify that error analysis is an activity to identify, classify, and interpret or describe the errors made by someone in
speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing English sentences.
1. Understanding of Error
To get clear understanding about error, several opinions have been given by some linguists that should be observed among others. H.
Douglas Brown defines an error as “noticeable deviation from the adult
grammar of a native speaker, reflecting the inter-language competence of learner.”
4
Dulay s tated error as “the flawed side of learner speech of
writing.”
5
It means that there is something wrong in norm of language performance. Then
Klassen defines an error “as a form or structure that a native speaker deems unacceptable because of its inappropri
ate use.”
6
From these opinion about errors, it can be concluded that errors are something that the students do in their learning by using unacceptable
and inappropriate forms of the grammar of the target language and the competence of a second language.
Errors have played an important role in the study of language acquisition and in examining a second or a foreign language acquisition.
Errors are also associated with the strategies that people employ to communicate in a language.
2. Distinction Between Error and Mistake
Error and mistake are not the same. But most the people still misunderstand about the definition of both. To be more clarified between
error and mistake, Hubbard et.al. said “error caused by lack of
4
Brown, op.cit., p. 170.
5
Heidi Dulay, et.al., Language Two, New York: Oxford University Press, 1982, p. 138.
6
Johanna Klassen, Using Student Error for Teaching, English Teaching Forum, January 1991 Vol. 29, No. 1, p. 10.
knowledge about the target language English or by incorrect hypothesis about it, and mistakes caused by temporary lapses or memory, confusion,
slips of the tongue and so on.”
7
Another way to differentiate between error and mistake is if the learners can correct themselves, it is probably
mistake, but if they cannot, it is an error. In his book on mistakes and correction, Edge suggests that we can
divide mistake into three broad categories: “slips that is mistakes which
students can correct themselves once the mistake has been pointed out to them,
„errors’ mistakes which they cannot correct themselves – and which therefore need explanation, and
„attempts’ that is when a student tries to say something but does not yet know the correct way of saying
it.
8
From explanation above, it can be concluded that error is systematic and the students selves cannot correct, because it reflects the
students’ competence in the target language. In contrast, a mistake is an error that students can selves correct, because it is only the result of the
students’ performance.
3. Causes of Error
Learning a foreign language is of course different from learning one’s mother tongue. The students that are learning foreign language cam
make errors in foreign language. Errors are sign of learning failure and, as such, not to be willingly tolerated. So, the teacher must analyze what
kinds of causes of errors that happen to students. According to Corder, there are three major causes of error, which he labels
„Transfer Error’ Mother-tongue
Interference, „Analogical Error’ Over-generalization,
7
Peter Hubbard, et.al., a Training Course for TEFL, Oxford: Oxford University Press, 1983, p. 134.
8
Jeremy Harmer, the Practice of English Language Teaching 3
rd
Edition, Essex: Pearson Education Limited, 2001, p. 99.
a nd „Teaching Induced Error’ Error Encouraged by Teaching Material
or Method.
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a. Mother-tongue Interference
The beginning stage of learning a second language is characterized by good deal of mother tongue interference from the
nature language, in this early stage, before the system of the second language is familiar, the native language is the only familiar
language system. Although young children appear to be able to learn a foreign language quite easily and to reproduce new sound very
effectively, older learner has experience considerable difficulty.The sound system phonology and grammar of native language
sometimes impose themselves on the new language and this leads to “a faulty foreign pronunciation”, faulty grammatical pattern and
wrong choice of vocabulary.
Example: - She in my chair sitting is.
– instead of – She is sitting in my chair.
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b. Over-generalization
Over-generalization covers instance where the learner creates a deviant structure on the basis of his experiences of other structures in
the target language. Some over-generalization is signed by: 1
Over-generalization generally involves the creation of one deviant structure in place of two regular structures.
Example: He can sings.
We are hope. It is occurs
It may be the result of the learner reducing hisher linguistic burden, with the omission of third person “s”.
9
Hubbard et.al., op.cit., pp. 140-142.
10
Ibid.
